Literary And Historical Subversion In Bharati Mukherjee’s The Holder Of The World.”

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FINAL ESSAY: CRITICAL ANAYSIS PAPER 2000 words due Monday, May 14 for 30% of Final Grade

Final Essay – Critical Reflection and Analysis Paper:  You must write and submit one 2000 wordcritical research paper. Please print your essay double-spaced, without gaps between paragraphs, in 12 point font size in a common font style such as Times New Roman. This paper must argue a thesis, must incorporate secondary research and must be documented in the MLA Style (Links to an external site.)Links to an external site. with a complete and correctly formatted Works Cited page.

Final Essay Prompt:

In “Telling Twice-Told Tales All Over Again: Literary and Historical Subversion in Bharati Mukherjee’s The Holder of the World,Preview the document” literary scholar Pallavi Rastogi claims that Bharati Mukherjee’s The Holder of the World “searches for a dialectic of intercultural negotiation through which mainstream American society is dramatically altered as much as it alters its own immigrant population” (269). This thesis sentence shows that Rastogi believes in the equivalence of the “dialectic of intercultural negotiation” in the novel: American society is as dramatically altered by immigrants as immigrants are altered by American society.

Take ONE thesis sentence from a different paragraph after the above quotation in Rastogi’s article and explore its full meaning using the following sources:

The rest of the paragraph in Pallavi Rastogi’s article “Telling Twice-Told Tales All Over Again” where your selected thesis sentence comes from.

The rest of Pallavi Rastogi’s article “Telling Twice-Told Tales All Over Again: Literary and Historical Subversion in Bharati Mukherjee’s The Holder of the World.”

Bharati Mukherjee’s novel The Holder of the World (1993).

Works Cited

Rastogi, Pallavi. “Telling Twice-Told Tales All Over Again: Literary and Historical Subversion in Bharati Mukherjee’s The Holder of the World.” Form and Transformation in Asian American Literature, edited by Zhou Xiaojing and Samina Najmi,  U of Washington P, 2005, pp. 268-284.

Inorganic Problem

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1. The addition of PR3 to NiBr2 at 78° C in CS2 gives a red complex with the formula Ni(PR3)2Br2, which is converted to a green complex of the same formula on standing at room temperature. The red complex is diamagnetic, but the green complex is paramagnetic ( = 3.2 Bohr Magnetons).

a. Using crystal field theory, draw the d -orbital energy diagram for a square planar complex and a tetrahedral complex. Label each diagram with the appropriate complex and d orbitals.

b. Using the character table, assign the appropriate symmetry labels to each orbital(s).

c. Which of these complexes is square planar and which is tetrahedral? Put the electrons into each of these diagrams. Use the magnetism of the complexes to explain your choice.

d. For which compound would you expect to find structural isomers? What are the labels for these isomers?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Consider the polyatomic molecule [ZnH4]2, which has a tetrahedralgeometry.Construct an MO diagram using the following steps.

a. Determine the symmetries and degeneracies of the valence s, px, py, pz, dz2, dx2 – y2, dxy, dyz, dzx orbitals on the central iridium atom. Label the orbitals on the metal side of the MO diagram accordingly.

b. Draw the symmetry adapted orbitals (SAO’s) of 1 s orbitals for the four terminal H atoms and label these both here and in the MO diagram.

c. Construct the MO Energy diagram for [ZnH4]2. Be sure to connect the Zn and H Atomic Orbitals (AO’s) to the central MO’s so that all of the AO’s that contribute to each MO are connected to it. Clearly label each MO with the appropriate symmetry label and number.

d. Clearly label each MO as bonding, nonbonding, and antibonding.

e. Place the electrons into the diagram—AO’s and MO’s.

f. Calculate the bond order for the entire molecule and for each Zn—H bond.

MO diagram for [ZnH4]2.

 

 

Zn

AO’s

H

AO’s

ZnH

4

MO’s

4s

4p

4H 1s

3d

List the specific nutrition issues affecting individuals in your selected stage.

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NTR2050 Course Project

Nutritional Care Plan

For this project, you will identify a case study and then develop a nutritional care plan for the client associated with that case. You should begin working on your project in advance of Week 5 as you construct the details of your case. The completed nutritional care plan for your client is due in Week 10.

Please read this entire document to gain understanding of the project scope and those tasks you will complete. This project will take you several weeks to complete. Do not delay beginning the work on this project. When you have completed each part of the project, please submit to the appropriate drop box as a Word document.

Project tasks to be completed in Week: 5

Task 1:

  1. Choose from one of the following stages: pregnancy, infancy and childhood, adolescence, adulthood, and old age.
  2. List the specific nutrition issues affecting individuals in your selected stage.

Task 2:

  1. Choose a disease or medical condition that could possibly, or commonly, affect your individual. This could be anything ranging from diabetes to cirrhosis.
  2. Using the ABCDs of nutritional assessment, create a case study based on an actual client or patient. You can also make one up. Include the following in your case study:
    1. Anthropometrics, relevant biochemical tests, clinical assessment, and dietary intake analysis.
  3. Be sure to include a list of common medications that may be used to treat your patient’s condition and identify potential herb/nutrient/drug interactions that may be relevant.
  4. Identify your client’s cultural background and give clues as to their socioeconomic status and psychosocial variables. For example, your patient may be a senior living alone on a fixed income or might be living in a nursing facility with reputed staff.

Project tasks to be completed during Weeks 6–10 (due during Week 10):

Task 1:

  1. Create a nutritional care plan for your client. This will include an evaluation of nutritional risk, a list of interventions, and a list of expected outcomes.
  2. List the goals of medical nutrition therapy for your patient and suggest an appropriate diet. Does your patient/client require a dietary modification of their regular diet? Are enteral feedings by tube necessary? If so, what formula will you use and why? Describe your recommended method of administration.

Task 2:

  1. Describe your nutrition education teaching session with your patient and/or their family. What teaching methods will you use (explanation, discussion, demonstration, handouts, etc.)? In your own words, write a paragraph detailing three specific points that you will need to teach your patient about his/her new diet. In addition, give at least one tip to avoid potential herb/nutrient/drug interactions.

Submission Details:

  • Name your document SU_NTR2050_W10A2_LastName_FirstInitial.doc.
  • Submit this assignment to the Submissions Area by the due date assigned.

Organic Chemistry Elementary Steps General Chemistry Reaction Types

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Experiment 19: Reactivities of Some Alkyl Halides Overview Use this document to record your observations, analyze the results, and reflect on the mechanisms of the substitution reactions observed in Experiment 19. Some of the questions in this document will refer to the elementary steps in organic reactions as well as the reaction types that were taught in general chemistry. You may refer to the lists below. Table 1. Common elementary steps for organic compounds and inorganic reaction types.

Organic Chemistry Elementary Steps General Chemistry Reaction Types

• Coordination

• Heterolysis

• Bimolecular nucleophilic substitution

• Bimolecular elimination

• Nucleophilic addition

• Nucleophile elimination

• Electrophilic addition

• Electrophile elimination

• Carbocation Rearrangement

• Proton Transfer

• Precipitation

• Single Replacement

• Double Replacement

• Acid/Base neutralization

• Combustion

• Redox

• Synthesis

• Decomposition

Part A. Sodium Iodide in Acetone Introduction

1) Before we analyze the data associated with Experiment 19, Part A, let’s be sure that we understand the chemical reactions being observed. Although we will not be testing alkyl bromide X, shown below, it would be expected to undergo substitution under the reaction conditions of the experiment.

a. First, X would undergo an “organic chemistry elementary step”. On the figure below, draw the curved arrows for this step, provide the structures of all products (organic and inorganic) in the box, and name the elementary step.

b. One of products of step 1 undergoes a reaction type that you considered in general chemistry. On the figure below, name the type of reaction and provide the identity of the white powder that would be observed had we studied alkyl halide X in the experiment.

Figure 1. How alkyl bromide X would react under the conditions of Exp. 19, Part A.

 

Br

NaI

acetone

“organic” chemistry elementary step 1:

“general” chemistry reaction type:

product(s) of step 1 white precipitate alkyl bromide X

a) b)

 

 

2) If a reaction occurs for an alkyl halide in Part A, it will be a (circle one): SN1 or SN2 reaction? How do

each of the following factors affect whether or not (or how fast) a reaction will occur in Exp. 19, Part A? a. Solvent (same for all alkyl halides in Exp 19, Part A)

 

b. Nucleophile (same for all alkyl halides in Exp 19, Part A)

c. Structure of the alkyl halide (will vary in Exp 19, Part A)

d. Leaving group (may vary in Exp 19, Part A)

Results 3) Now we are ready to consider the alkyl halides that were tested in Exp 19, Part A.

a. Draw the bond-line structures of each alkyl halide tested (note: crotyl chloride, tube 6, was omitted).

b. **Read the procedure**, view the video of the experiment and record the results. Be sure to include the results at room temperature AND elevated temperature when appropriate.

c. For the alkyl halides that reacted, draw the bond-line structures of the major organic product. d. Finally, for each tube (regardless of whether or not a reaction occurred), explain the results.

Your analysis should be based on structure, the mechanism of the organic reaction occurring (or not occurring) and the factors that affect the rate law of that reaction type. You may find words and drawings are helpful for a complete explanation.

Tube #

Bond-line Structure of Alkyl Halide

Result(s) Bond-line Structure of Product (or “NA” if no reaction)

Analysis ( = an Explanation, based on structure)

1

 

 

2

3

4

5

 

 

7

8

9

10

 

Reflect 4) Refer back to Figure 1. Would we have been able to analyze whether or not the organic reaction

occurred without the “general chemistry reaction” (part b)? Why or why not? (Answer in one sentence.)

 

 

5) Consider crotyl chloride, shown below. a. Draw a complete curved arrow mechanism for how crotyl chloride could react under the

conditions of this experiment. b. Provide the structures of all products (organic and inorganic). c. Then, predict: would you expect to observe a reaction for crotyl chloride under these

conditions? Explain your answer in one sentence.

 

6) For each pair of reactions: draw the structure of the substitution product, circle the reaction that would proceed with the fastest rate (if they have the same rate, circle “same”), and explain your answer in one sentence, referring to structure, mechanism, and rate law.

 

 

Cl

NaI

acetone

all products (organic and inorganic)

crotyl chloride

complete curved-arrow mechanism leading to the proposed products:

Prediction (select one): A reaction would NOT be observed at any temperature. A reaction would only be observed at elevated temperature. A reaction would be observed at BOTH room and elevated temperatures

Explanation for prediction:

Cl

NaI

acetone

NaCN

acetone

I I

NaCN

acetone

same

explanation:

explanation:

Br

NaI

acetone same

a)

b)

 

 

Part B. Silver Nitrate in Ethanol Introduction

1) Before we analyze the data associated with Experiment 19, Part B, let’s be sure that we understand the chemical reactions being observed. Although we will not be testing 1-bromo-1-methylcyclopentane, shown below, it would be expected to undergo substitution under the reaction conditions of the experiment.

a. First, the alkyl bromide would undergo an “organic chemistry elementary step.” On the figure below, draw the curved arrows for this step, provide the structures of all intermediates (organic and inorganic) and name the elementary step.

b. One of products of step 1 undergoes a reaction type that you considered in general chemistry class. On the figure below, name the type of reaction and provide the identity of the white powder that would be observed had we studied this alkyl halide in the experiment.

c. The other product of step 1 continues to undergo a series of “organic chemistry elementary steps.” Draw the complete curved-arrow mechanism for these steps, naming each one (see: Organic Chemistry Elementary Steps). Circle the final organic product of this reaction.

Figure 2. How 1-bromo-1-methylcyclopentane would react under the conditions of Exp. 19, Part B.

 

Br

“general” chemistry reaction type:

a)

EtOH, AgNO3(EtOH)

intermediate(s)

“organic” chemistry elementary step 1:

white precipitate

b)

EtOH, AgNO3(EtOH)

the rest of the mechanism (label each elementary step with its name and circle the final organic product):

c)

 

 

2) If a reaction occurs for an alkyl halide in Part B, it will be a (circle one): SN1 or SN2 reaction? How do each of the following factors affect whether or not (or how fast) a reaction will occur in Exp. 19, Part B?

a. Solvent (same for all alkyl halides in Exp 19, Part B)

b. Nucleophile (same for all alkyl halides in Exp 19, Part B)

c. Structure of the alkyl halide (will vary in Exp 19, Part B)

d. Leaving group (may vary in Exp 19, Part B)

Results 3) Now we are ready to consider the alkyl halides that were tested in Exp 19, Part B.

a. Draw the bond-line structures of each alkyl halide tested (note: crotyl chloride, tube 6, was omitted).

b. **Read the procedure**, view the video of the experiment and record the results. Be sure to include the results at room temperature AND elevated temperature when appropriate.

c. For the alkyl halides that reacted, draw the bond-line structures of the major organic product. d. Finally, for each tube (regardless of whether or not a reaction occurred), explain the results.

Your analysis should be based on structure, the mechanism of the organic reaction occurring (or not occurring) and the factors that affect the rate law of that reaction type. You may find words and drawings are helpful for a complete explanation.

Tube #

Bond-line Structure of Alkyl Halide

Result(s) Bond-line Structure of Product (or “NA” if no reaction)

Analysis ( = an Explanation, based on structure)

1

 

 

2

3

4

5

 

 

7

8

9

10

Reflect 4) Refer back to Figure 1. Would we have been able to analyze whether or not the organic reaction

occurred without the “general chemistry reaction” (part b)? Why or why not? (Answer in one sentence.)

 

 

Do you expect that crotyl chloride would react under the conditions of Part B? Why or why not? (Explain your answer with clearly drawn structures, referring to the rate law of this reaction).

6) For each pair of reactions: draw the structure of the product, circle the reaction that would proceed with the fastest rate (if they have the same rate, circle “same”), and explain your answer in one sentence, referring to structure, mechanism, and rate law.

Summarize and Reflect You do not need to submit your answers to these questions, but you should take the time to answer them.

1) What did you learn in this experiment? 2) Overall, did alkyl halides undergo only one type of substitution reaction (only react in either part A or

part B) or did some alkyl halides undergo both types of substitution reactions (react in both parts A and B)? Can you describe any patterns?

3) Consider the factors that affect the rate of substitution reactions (make a list). For each factor consider if it affects the rates of SN1 and SN2 in the same or different ways (or not at all).

4) What questions do you have?

Cl

crotyl chloride

Cl

I I

same

explanation:

explanation:

Br same

a)

b)

EtOH EtOH

EtOH EtOH

5)

 

  • Overview
  • Part A. Sodium Iodide in Acetone
    • Introduction
    • Results
    • Reflect
  • Part B. Silver Nitrate in Ethanol
    • Introduction
    • Results
    • Reflect
  • Summarize and Reflect